West Virginia. Next Steps. Life After Special Education

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1 West Virginia Next Steps Life After Special Education A Special Supplement to Education Week s DIPLOMAS COUNT 2015

2 West Virginia State Graduation Brief 2015 A special supplement to Education Week s Diplomas Count 2015 Next Steps: Life After Special Education Copyright 2015 by Editorial Projects in Education Inc. All rights reserved. No part of this publication shall be reproduced, stored in a retrieval system, or transmitted by any means, electronic or otherwise, without the written permission of the copyright holder. Readers may make up to five print copies of this publication at no cost for personal noncommercial use, provided that each copy includes a full citation of the source. Visit for information about additional print photocopies. Published by: Editorial Projects in Education Inc Arlington Road, Suite 100 Bethesda, MD Phone: (301)

3 About Diplomas Count Editorial Projects in Education is continuing to track high school graduation and issues related to late-secondary schooling and the transition to postsecondary education and employment. As part of this work, EPE publishes an annual special edition of Education Week devoted to critical issues facing efforts to improve the nation s high schools. The 2015 installment of Diplomas Count focuses on students with disabilities, examining the challenges and opportunities awaiting them as they transition from K-12 schooling to postsecondary education and the workplace. Education Week journalists profile students with a range of disabilities and investigate the postsecondary accommodations and self-advocacy skills that can help such youths succeed after high school. To complement the report s journalism, the Education Week Research Center compiled federal data in order to shed light on the high school achievement and post-high school outcomes of students with special needs. The results highlight key patterns regarding the educational status of this population. As always, Diplomas Count also includes the latest data on high school graduation. This 10th edition of the report marks the first time the Education Week Research Center has used the Adjusted Cohort Graduation Rate (ACGR) the calculation method states are federally required to employ as its primary source of graduation data. The report provides a national perspective on graduation rates for students with disabilities, including state-by-state results. To view the full Diplomas Count report online, visit Beyond the contents of the print edition, the online-only features of Diplomas Count 2015 include state-specific policy reports (www.edweek.org/go/dc15/sgb) and an interactive map (www.edweek.org/go/dc15/map), which allows users to explore graduation rates across the nation. Education Week Research Center June 2015 About Editorial Projects in Education Editorial Projects in Education (EPE) is a nonprofit, tax-exempt organization based in Bethesda, Md. Its primary mission is to help raise the level of awareness and understanding among professionals and the public of important issues in American education. EPE covers local, state, national, and international news and issues from preschool through the 12th grade. Editorial Projects in Education publishes Education Week, America s newspaper of record for precollegiate education, the online Teacher, Digital Directions, and Industry & Innovation channels, and the TopSchoolJobs employment resource. It also produces periodic special reports on issues ranging from technology to textbooks, as well as books of special interest to educators. The Education Week Research Center conducts annual policy surveys, collects data, and performs analyses that appear in Education Week and its special reports. The center also conducts independent research studies and maintains the Education Counts data resource. 1

4 Students with Disabilities in School and Work Nearly 6 million students with disabilities attend public schools in the United States. Roughly half of those students are in an age group traditionally served by secondary schools. The Education Week Research Center compiled data from the U.S. Department of Education in order to shed light on the high school achievement and post-high school outcomes of students with special needs. The results highlight key patterns regarding the educational status of this population. Population Profile Students receiving special education services under the Individuals with Disabilities Education Act make up roughly nine percent of all 6-to-21-year-olds. Nearly half of the students served by IDEA programs are between the ages of 12 and 17, an age range customarily associated with secondary education. The share of students with disabilities who are of secondary school age mirrors the general education population. SPECIAL EDUCATION LANDSCAPE SOURCE: Education Week Research Center, Analysis of data from U.S. Department of Education Office of Special Education Programs and U.S. Census Bureau (2013). Gains on Tests, but Gaps Remain While reading and math results on the 12th grade National Assessment of Educational Progress have improved for students with disabilities over time, their scores remain substantially lower than those of their peers without disabilities. In 2013, students with disabilities scored 40 points lower than their counterparts in reading, with a similar gap in math. SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP) 2

5 Post-High School Engagement Most young adults with disabilities have been employed, participated in job training, or attended a postsecondary school following high school. Researchers for the National Longitudinal Transition Study-2 report that a large share of those young adults had been engaged in some combination of those activities. For instance, 42 percent had both worked and been enrolled in postsecondary education. Only 6.2 percent had not been engaged in any type of educational or jobrelated activity. Postsecondary Completion Completion of a postsecondary program can be an important pathway to careers and a range of other opportunities. According to information from the National Longitudinal Transition Study-2, 40.7 percent of young postsecondary students with special needs completed a program, compared with 52.4 percent of all postsecondary students their age. When disaggregated by demographic characteristics, study results for students with disabilities indicate that no more than 45 percent of any gender, racial and ethnic, or household-income group finished a postsecondary school. SOURCE: SRI International and U.S. Department of Education,

6 STATE PROFILE SPECIAL EDUCATION Enrollment by Disability: Fall 2013 West Virginia U.S. Total Number of students with disability Number of Students Number of Students Specific learning disability 7,270 1,357,594 Other health impairment 3, ,875 Emotional disturbance ,992 Intellectual disability 3, ,604 Autism ,550 Percent of disabled students in disability category (%) National Average (%) Specific learning disability Other health impairment Emotional disturbance Intellectual disability Autism Students in regular classroom over 40 percent of day (%) National Average (%) Specific learning disability Other health impairment Emotional disturbance Intellectual disability Autism Data not available SOURCE: Education Week Research Center, Analysis of data from U.S. Department of Education Office of Special Education Programs (2013). 4

7 ACADEMIC ACHIEVEMENT Reading and Math Scores National West Virginia Average NAEP (Percent Proficient and Above) (%) (%) 4 th grade Reading With disabilities Without disabilities th grade Math With disabilities Without disabilities th grade Reading With disabilities Without disabilities th grade Math With disabilities Without disabilities Achievement Gains 4 th grade Reading Scale-score change on NAEP ( ) With disabilities Without disabilities th grade Math Scale-score change on NAEP ( ) With disabilities Without disabilities th grade Reading Scale-score change on NAEP ( ) With disabilities Without disabilities th grade Math Scale-score change on NAEP ( ) With disabilities Without disabilities SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP) 5

8 High School Exit Status: HIGH SCHOOL OUTCOMES West Virginia Nation* Students with disabilities (ages 14-21) (%) (%) Graduated with regular high school diploma Received a certificate Dropped out Reached maximum age Died Data not available *National average includes U.S. territories and Bureau of Indian education schools. High school exit status (ages 14-21) Graduated with regular diploma % Dropped out Received certificate Reached maximum age Died NOTE: Due to methodological differences in calculations, data on high school exit status shown here are not comparable to ACGR graduation rates presented elsewhere in this report. SOURCE: Education Week Research Center, Analysis of data from U.S. Department of Education Office of Special Education Programs ( , ). 6

9 Secondary School Suspensions DISCIPLINE DISPARITIES West Virginia Suspension rates of students With disabilities (%) Without disabilities (%) All students American Indian Asian African American Latino White Data not available U.S. Suspension Rates by Disability Status All Students Black Latino With disabilities American Indian Without disabilities White Asian SOURCE: The Center for Civil Rights Remedies at the Civil Rights Project, UCLA, Analysis of Civil Rights Data Collection ( ). 7

10 GRADUATION PROFILE FOR THE CLASS OF 2013 Adjusted Cohort Graduation Rate (ACGR) by Student Group National West Virginia Average All Students (%) (%) By Race and Ethnicity American Indian Asian Latino Black White By Subgroup Students with disabilities Economically disadvantaged Limited English proficient Data not available >= Greater than or equal to. Results have been top coded to protect the confidentiality of individual student data. <> Data were suppressed to protect the confidentiality of individual student data. NOTE: Due to methodological differences in calculations, ACGR graduation rates shown here are not comparable to data on high school exit status presented elsewhere in this report. SOURCE: National Center for Education Statistics,

11 Graduation in the United States More than 8 in 10 public high school students in the United States are graduating with a diploma. Beginning with the class of 2011, federal regulations required each state to calculate graduation rates using a method known as the Adjusted Cohort Graduation Rate (ACGR). With the exception of Idaho, all states and the District of Columbia have reported ACGR rates. Based on that state-reported data, the U.S. Department of Education indicates that the nation's graduation rate stands at 81 percent for the class of Graduation rates vary substantially across the nation. A gap of 28 percentage points separates the best-performing and worstperforming states. National Average Iowa Nebraska Wisconsin Texas North Dakota New Jersey New Hampshire Indiana Vermont Maine Tennessee Kentucky Missouri Kansas Pennsylvania Connecticut Massachusetts Maryland Arkansas Oklahoma Virginia Montana Illinois Utah South Dakota North Carolina Hawaii Ohio West Virginia Delaware California Alabama Minnesota Rhode Island South Carolina Wyoming Michigan Colorado New York Washington Florida Mississippi Arizona Louisiana Alaska Georgia Nevada New Mexico Oregon District of Columbia 62 Idaho* *Data not available Graduation-rate percentage (class of 2013) NOTE: Due to methodological differences in calculations, ACGR graduation rates shown here are not comparable to data on high school exit status presented elsewhere in this report. SOURCE: National Center for Education Statistics,

12 A Long-Term View Of Graduation From 2011 to 2013, the national graduation rate increased by 2 percentage points. Graduation rates also rose in 40 states during this period. Three states lost ground over this period of time. Year-by-year trends West Virginia U.S. Average Year Change Data not available SOURCE: National Center for Education Statistics, *Data not available National Average Nevada Alabama Utah New Mexico North Carolina New Jersey Missouri Georgia Florida South Carolina California Arkansas Alaska West Virginia Rhode Island Pennsylvania Minnesota Michigan Louisiana Kansas District of Columbia Connecticut Colorado Virginia Texas Ohio North Dakota Nebraska Montana Massachusetts Maryland Maine Iowa Hawaii Delaware Wisconsin Oregon New Hampshire Mississippi Indiana Washington Vermont Tennessee South Dakota New York Illinois Wyoming Arizona Oklahoma* Kentucky* Idaho* Percentage-point change in graduation rate, 2011 to

13 EDUCATION WEEK RESEARCH CENTER ABOUT Vice President for Research and Development Christopher B. Swanson Director, Research Center Holly Yettick Senior Research Associate Sterling C. Lloyd Research Associate Sean M. Chalk Research Intern Jennie Krems EPE Library Librarian Holly Peele Library Interns Rachel James Maya Riser-Kositsky Connor Smith The Education Week Research Center is the research arm of Editorial Projects in Education, which houses a full-time staff of researchers, analysts, and librarians that conducts policy surveys, collects data, and performs analyses that appear in the Quality Counts, and Diplomas Count annual reports. The center also produces independent research reports, contributes original data and analysis to special coverage in Education Week and edweek.org, and maintains the Education Counts online data resource. Editorial Projects in Education (EPE) is a nonprofit, tax-exempt organization based in Bethesda, Md. Its primary mission is to help raise the level of awareness and understanding among professionals and the public of important issues in American education. EPE covers local, state, national, and international news and issues from preschool through the 12th grade. Editorial Projects in Education publishes Education Week, America s newspaper of record for precollegiate education, the online Teacher, Digital Directions, and Industry & Innovation channels, and the TopSchoolJobs employment resource. It also produces periodic special reports on issues ranging from technology to textbooks, as well as books of special interest to educators. EPE Knowledge Services Director Rachael Delgado Web Analyst Mike Castellano

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